The Effects of Learning Strategy Instruction on Achievement, Attitude, and Achievement Motivation in a Physics Course

Abstract

This article reports on the influence of learning strategy instruction on student teachers' physics achievement, attitude towards physics, and achievement motivation. A pre-test/post-test quasi-experimental design with matching control group was used in the study. Two groups of student teachers (n=75) who were enrolled in an introductory physics course participated in the study. In the experimental group, questioning, summarizing, and graphic organizers were taught. The control group did not receive any presentation on strategy learning. Data were collected via the pre-and post-administration of the Physics Course Achievement Test, the Scale of Attitudes towards Physics, and the Achievement Motivation Scale. Univariate and multivariate analyses of variance on the data revealed no significant differences in the attitude and achievement motivation between the strategy and control groups. However, the strategy group students were observed to have a tendency of more positive attitude and motivation than the control group students. Results also showed that explicit learning strategy instruction was more effective than traditional instruction in improving physics achievement of the participating students. The implications of these results for physics education are discussed.

Effective Learning

“…Many studies reported success in raising expertise in a particular area following the teaching of specific strategies. For example, in a study of physics learning, Selçuk, Sahin, and Açikgöz (2011) showed that explicit learning strategy instruction was more effective than traditional instruction in improving the participating students' achievement. Furthermore, recent findings from a meta-analysis of cognitive learning strategy studies in Korea (Kim et al, 2008) indicated that strategy intervention had significant effect sizes particularly for average and underperforming students across all grades except middle school.…”

The Use of Generative Learning Model in Improving Students' Understanding of Mathematical Concepts of Al-Azhar 19 Islamic High School

“…From the learning activities carried out in generative model learning, it can be seen that students are expected to be able to express their concepts accompanied by arguments to support the concept. The ability of students to provide arguments shows the mathematical understanding that has been built in students (Selçuk et al, 2010). In practice, students can argue with other students within the limits of learning mathematics.…”

Learning Performance in Vocational Secondary Schools: Testing Academic Achievement in Electrical Engineering

“…The development of academic achievement tests in order to assess students' learning performance in electrical engineering is more beneficial for research and practice. Although many researchers are interested in measuring academic achievement (Bayrak and Bayram 2010;Carle et al 2009;Choy et al 2012;Haislett and Hafer 1990;Rivkin et al 2005;Romano et al 2005;Selçuk et al 2011), no existing measure was found to be adequate to deal with the electrical engineering content in this study. The necessity for the construction of such a test cannot be understood without discussing the influence of an achievement factor in many aspects of students' professional skills in vocational secondary school.…”